Transcript Writing a Guided Reading Lesson Plan

What is Guided Reading?
 Guided reading is a framework where the teacher supplies
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whatever assistance or guidance students need in order for
them to read a selection successfully.
Small group format with up to 8 students.
Students grouped according to similar needs and
abilities—homogeneous. The teacher maintains a private
record of these groups.
Groups are dynamic—this means students move from
group to group based on their progress.
The texts used match the students’ developmental level.
Students should be able to read most of the words—95%.
This type of lesson reinforces word recognition strategies
and comprehension strategies.
Purpose, Goal, and Objectives
 The overall purpose is for students to read for
meaning at all times.
 The major goal is for students to learn how to use
independent reading strategies successfully.
 A major objective is for students to utilize reading
strategies during the independent reading of a text.
Teacher Preparation
 Read the text to note areas that might need to be
addressed with students, such as:
 Concepts
 Background information
 Words
 Language structures
 Word analysis strategies needed to read the book.
 Comprehension strategies needed to read the book.
5 Steps
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Introducing the text
Reading the text multiple times
Discussing the text
Rereading or revisiting the text
Extending the text (optional)
Based on Fountas and Pinnell Model
Step One—Introducing the Text
 Provide an overview of the selection.
 For younger readers, you might go through the text page by page.
 For older readers, you might provide a basic overview.
 Develop needed vocabulary.
 Activate background knowledge.
 Draw attention to pictures or other illustrations.
 Call attention to language structures or print features that may
be unfamiliar.
 Create interest in the text.
 Review with students reading strategies they can draw upon, if
they encounter a word they do not know.
 Establish a purpose for reading.
Step Two—Reading the Text
 Students are encouraged to read the text on their own.
 Younger students will read aloud quietly.
 Older students will probably prefer to read silently.
 The teacher monitors for use of reading strategies and
steps in to reinforce these strategies when necessary.
 Once students finish reading the text, then they can
read it again.
Discussing the Text
 Revisit the purpose of reading identified earlier.
 Talk about the story with children.
 Invite students to share a personal response.
 Return to the text with students for one or two
teaching opportunities (ex. finding evidence, discuss
problem-solving, etc.).
Rereading or Revisiting the Text
 The teacher can guide students back to particular
places in the text where information needs to be
clarified.
 Students can reread the text with a partner—take
turns reading alternate pages.
Extending the Text
 Include an opportunity where students can respond to
what they read.
 Draw pictures
 Dramatic response
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Retelling
Pantomime
Readers’ Theater
 Written response
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Personal response
Response that follows the pattern of the book
Before, During, and After
Reading—Guided Reading
Before
•Activate background
knowledge
•Do a book walk through
the story:
•Discuss key
vocabulary they need
to know.
•Address any
language structures
•Draw attention to
pictures or other
context clues
•Establish initial
predictions.
•Review strategies for
monitoring comprehension
During
•Hand out books to each student.
•Ask students to read aloud quietly.
•Tell them to read the book over and
over until you ask them to stop.
•The teacher should move back and
forth between students to check for
students’ use of reading strategies.
•Scaffold use of reading strategies as
necessary.
•Option-students can read with a
partner by taking turns reading pages.
After
•Discuss the story.
•Ask students to share strategies
they used when they came to
words they did not know.
•Optional:
•Word study-explore words
with common phonic
patterns or generalizations
•Writing extension-follow
the pattern of the story